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Dr. Kevin House
Associate Professor in Practice, Durham University
Eliot Feldman President, Higher Education Consulting Services, LLC
Rafmary Millan Reyes Baker Director,
Cambridge Business Online Centre
Timea Kadar
Associate Dean and Programme Leader, MSc Digital Marketing Programme, Northumbria University London Campus
Dr. Tymon M. Graham Director for Administration and Research Strategy, The Payne Center, Thurgood Marshall College Fund
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What comes to mind when you think about your first visit to a doctor? Was it the advanced tools they used, their ability to diagnose quickly, or perhaps the reassuring words they offered? For most of us, it’s the human connection that lingers—a blend of expertise and empathy. That very balance is at the heart of what medical education strives to instill in future healthcare professionals.
As we usher in 2024, the world of medical education stands at an exciting crossroads. Technology is reshaping classrooms into virtual operating theaters, while the call for empathy and cultural competence grows louder. In this issue of Higher Education Digest, we celebrate the Must-Watch Medical Universities of 2024—institutions redefining what it means to train the healers of tomorrow.
This month’s cover story shines a light on David Bach, President of IMD Business School. While his focus lies in shaping business leaders, his insights on foresight, adaptability, and purpose hold lessons for every discipline, including medicine. It’s a timely reminder that whether you’re leading a company or treating patients, the fundamentals of leadership
remain universal: vision, resilience, and a commitment to impact.
The universities featured in this issue are not just keeping up with change— they are driving it. From integrating artificial intelligence and virtual reality into their curriculums to emphasizing patient-centered care, these institutions are equipping students with the tools and values they need to excel. They’re also paving the way for inclusivity, offering online and hybrid courses to make medical education accessible to talented minds from all walks of life.
What does this mean for the future of healthcare? Imagine a world where every patient, regardless of their background, receives care from professionals trained not just in cutting-edge science but also in cultural awareness and compassion. That’s the promise of the institutions we’re proud to feature in this issue.
As you flip through the pages, we invite you to think about the broader impact of education. How can we, as educators, learners, or supporters, play a part in shaping a more inclusive, innovative, and empathetic world? And who knows—perhaps the next groundbreaking healthcare leader will find their inspiration here.
Happy reading!
Sarath Shyam
RIO TINTO CHAIR IN STAKEHOLDER ENGAGEMENT AND DEAN OF INNOVATION AND PROGRAM, IMD BUSINESS SCHOOL
Leading Efforts Towards Enabling a World that is Prosperous, Sustainable, & Inclusive
THERE IS A HIDDEN HUMAN COST WITH ECONOMIES OF SCALE
Dr. Kevin House, Associate Professor in Practice, Durham University 18
38
INDUSTRY PERSPECTIVE
SKILL-BASED EDUCATION: A FOUNDATION FOR THRIVING IN THE FOURTH INDUSTRIAL REVOLUTION
Rafmary Millan Reyes Baker, Director at Cambridge Business Online Centre
Eliot Feldman, President of Higher Education Consulting Services, LLC 32
COLLEGE AFFORDABILITY AND COLLEGE CHOICE
HOW TO MAKE ACADEMIC SESSIONS MORE ENGAGING
Timea Kadar, Associate Dean and Programme Leader, MSc Digital Marketing Programme, Northumbria University London Campus
Dr. Tymon M. Graham, Director for Administration and Research Strategy of The Payne Center at the Thurgood Marshall College Fund 62
ACCELERATING RETENTION: THE TRI-FOCAL ACE APPROACH FOR HBCU STUDENT AFFAIRS LEADERS
In an exclusive interview with Higher Education Digest that was originally published in May 2024, David shared his professional trajectory, his vision and future plans for IMD, insights on the future requirements for business graduates, the best piece of advice he has ever received, words of wisdom, and much more. The following excerpts are taken from the interview.
Hi David. Could you please share your background and your field of expertise?
Born and raised in a small town in Germany, I went to Yale for my undergraduate degree before earning a PhD in political science at the University of California, Berkeley. I then moved to Spain with my Spanish wife and started work at IE Business School in Madrid, before becoming Deputy Dean of the Yale School of Management in 2012, where I expanded the degree program portfolio, created Yale Center Beijing, and helped establish the Global Network for Advanced Management, an alliance
of 32 top business schools. In 2020, I joined IMD as a Professor of Strategy and Political Economy and Dean of Innovation and Programs.
You have been recently appointed as the President at IMD. Can you tell us about your vision for the institute, and how you plan to achieve it?
I’ve always believed that what sets IMD apart from other business schools is its commitment to real learning and real impact. We care about practice and application. We help people think about big issues and we try to look forward,
helping leaders and organizations to figure out how, say, the rise of AI, geopolitical tensions, or the workforce entry of Gen Z will impact them. Because learning and ‘the learner are central at IMD, we are also spending a lot of time developing our pedagogy, leveraging technology and new teaching methods to make our programs more engaging and more personalized.
As President of IMD, I want to build on these remarkable strengths and further cement our reputation as a world leader in management education. What does this mean in practice? I want us to be the go-to institution for
organizations to skill up and solve problems and be the most recognized for our applicability of insight, proximity to practice, and the ability to catalyze change.
Looking at the rapidly changing business environment, what are the future requirements for business graduates?
Leaders and organizations are facing unprecedented challenges that require fresh thinking and new approaches. This calls for a generation of reflective and responsible leaders; those who cultivate critical thought and self-
I want us to be the go-to institution for organizations to skill up and solve problems and be the most recognized for our applicability of insight, proximity to practice, and the ability to catalyze change
If you aim for zero mistakes, you will never take risks, and all leadership involves calculated risk-taking
awareness, and care as much about their impact on people and the planet as they do about the bottom line. In our degree programs, we do this by equipping students with the capabilities to integrate sustainability into both their careers and organizations.
What are some of the things you’re most excited about right now in your field?
As a strategy and political economy expert, I believe business leaders need to increasingly engage with a diverse set of stakeholders, not just to drive positive change for society and the planet but to maintain their social license to operate. With the rise of social media and technology, many stakeholders now have the tools to scrutinize organizations and hold people to account. Leaders today need to learn how to separate signal from noise and when to speak out and engage.
What are your views on leadership? How should university vicechancellors and administrators ensure that their faculty members and students transform into world-class leaders?
We live in an age where the expectations of leaders and their organizations are greater than ever. Leaders are paid for being, not merely doing. They must embody and represent at all times the vision for the institution they lead. At IMD, in keeping with our purpose of ‘challenging what is and inspiring what could be, we develop leaders and organizations that contribute to a more prosperous, inclusive, and sustainable world’, that means not resting, always innovating, and being laser-
focused on enabling our faculty and staff, our students and clients, and our alumni to have maximum impact.
In your academic or work career, were there any mentors who have helped you grow along the way?
What’s the best piece of advice you have ever received?
Ted Snyder, the Dean of the Yale School of Management, hired me to help expand SOM’s portfolio of innovative and mission-aligned degree and non-degree programs. I learned many things from him, including the centrality of a bold vision and alignment with it. One simple piece of advice he gave me: ‘The optimal number of mistakes is not zero.’ If you aim for zero mistakes, you will never take risks, and all leadership involves calculated risk-taking. This also means that you have to have your people’s backs, always.
As an award-winning management professor, what are your suggestions to integrate quality and excellence at all levels of business education?
We tend to spend too much time on what we would like to teach (and how we would like to teach it) and not enough on what students need to learn and how they will learn it best. Learner-centricity is the key to excellence and impact.
How do you define success? What is your take on the ways to achieve long-term success?
For me, success is about impact, which is what makes me so grateful to be working
at IMD. Our goal is that ambitious, impactseeking faculty and staff will want to make IMD their professional home. If we can attract the best people, and set them up for success, we will thrive.
What are your passions outside of work?
One of the advantages of IMD is its incredible location next to Lake Geneva and close to the Alps. In my spare time, I love to head to the mountains to ski with my family. During the summer, inflating a paddle board and getting out on the lake, looking at the mountains from the water, is just balm for the soul.
Where would you like to be in the next 5 years?
Leading the world’s most impactful business school!
What is the one piece of advice that you can share with other professionals in your industry?
Never forget the personal sacrifices many students make to join our institutions. They invest time, money, emotions, and energy, and we owe it to them to give our very best, every time, to help them achieve their potential and to make their contribution to the more prosperous, sustainable, and inclusive world that we all desire.
MENTOR’S MANTRA
Dr. Kevin House, Associate Professor in Practice, Durham University
Kevin House is an Associate Professor in Practice at Durham University’s School of Education and a Fellow with the UK’s Chartered College of Teaching, and the Royal Society of Arts. At Education in Motion, he is currently Group Education Futures Architect (Global) focused on developing innovative interdisciplinary curriculum frameworks and credential eco-systems for GreenSchoolInternational,DulwichCollegeInternational, and School of Humanity. He has published work on a range of topics including regenerative education, pluri-culturalism, collaborative learning communities, digitizing twenty-first century skills, curriculum and assessment design, and educational leadership
Higher levels of student disengagement, negative ideation, and learner anxiety are leading to burgeoning school refusal rates and tertiary
Can innovations such as hybrid delivery and a more skills-focused approach reduce student dropout rates?
There is a well-worn adage: It takes a village to raise a child. Yet here we are, a quarter of a century into the new millennium, still building ever larger schools, colleges, and universities. In fact, might the argument be made that this approach is in no small part at the heart of the global wellbeing crisis in schools and universities?
Currently, the education industry is facing increasing challenges in trying to deal with this very human problem. Higher levels of student disengagement, negative ideation, and learner anxiety are leading to burgeoning school refusal
rates and tertiary attrition. Consequently, institutions are encountering growing costs as they attempt to support students and avoid further increases in dropout rates in these public and private leviathans of learning. But, in our efforts to be ever more fiscally efficient by scaling up the size of our schools and colleges, have we lost sight of the fact that education is fundamentally a social activity requiring quality relationships rather than impersonality?
Arguably, like many predominant worldviews, our conviction of the value of scale can be so strong that it blinds us to its working realities. To the case in point, our belief that economies of scale inevitably created financial and resource efficiencies hinders us from seeing the hidden
human costs of creating ever-larger institutions and systems. We firmly hold the principle that consolidating variables such as educatorlearner ratios, facility needs, and the use of standardized, scalable assessment regimes will lead to an efficient educational business. But what if this concept of systematic efficiency overlooks certain core realities of how humans best learn and live? Might it be the case that our current economic worldview in education has inadvertently led to rising resource needs and financial costs as we try to convince learners to stay in huge, impersonal study factories? So, rather than following prevailing wisdom let’s consider what an economy of ‘unscaling’ (Hemant Taneja 2018) might look like. Indeed, might we leverage technological and credentialing innovations to turn the education industry away from anonymous factories of learning and towards a concept of interconnected villages of learning? How might educational innovation, hybrid learning, and growth in the skillsbased credentialing economy improve student
engagement, decrease dropout rates, and nurture higher levels of belonging and flourishing?
In both tertiary and compulsory schooling there are examples of real educational innovation. There are virtual university models such as Tomorrow University, project-only degrees offered at such institutions as the London Interdisciplinary School or TEDI, or nomadic degree programs such as that offered at Minerva University. All nurture smaller collaborative group working, which offers learners agency, flexibility, and personalization in their tertiary experience. Furthermore, similar opportunities are provided in the compulsory education sector by institutions such as the School of Humanity, Green School International, Boundless Life, and Think Global School. Overall, these models are versions of what I call hyper-personalised micro-schooling, and while they are currently outliers in relation to mainstream education they act as beacons for
Face-to-face opportunities undoubtedly enriches the experience hence the suggestion that a hybrid approach is the optimal way of building belonging, community diversity, and global competence
what an unscaled approach could look like in the not-too-distant future.
Today, it seems a moot point to question the value of online delivery models in education. Nonetheless, it is worth remembering that established wisdom pre-COVID was that virtual learning and workshopping had to kick off with at least one face-to-face interaction. Such wisdom held that authentic productive learning interactions could not be established virtually until a relationship was fostered through a physical meeting. Today, few would question the authenticity of relationships that are established and developed online. This reality means that our village just got global by showing how we can unscale at scale without losing the human. Intimacy and friendship are more than possible to build online with some adaptation of our soft skills. Additionally, face-to-face opportunities undoubtedly enriches the experience hence the suggestion that a hybrid approach is the optimal way of building belonging, community diversity, and global competence.
Think-tanks such as UNESCO, WEF, OECD, and the EU have long argued that education should do more to develop, embed and recognise adaptive skills in the future workforce. Generally, the reasoning is twofold. First, there is a clear societal need to prioritise what future industries require as more and more countries experience a growing technological skills gap. Second, the cadence and trajectory of careers have changed with each of us needing to value the notion of lifelong learning. Consequently,
the future skills agenda has led to an increase in course modularization and micro-credentialing, which in turn vastly expands the educational offerings available to ‘learner-earners’ (House et al 2024). The notion that our inherited disciplinary academic curricula is the golden source of social capital is being challenged by a plethora of learning and credentialing models. Therefore, while components of the traditional scholastic curriculum hold value, they are collectively only one piece of the education jigsaw. Future citizens must have more diverse knowledge, higher technical fluency, and more sophisticated adaptive skills.
Ultimately, the challenge is how to embrace, conceptualize and operationalize such innovations so education might unscale at scale. In other words, reposition the education business’s dominant worldview from valuing factory scale at the expense of human wellbeing. The dehumanizing reality of 3,000 cohort schools and 30,000 cohort universities carries a hidden human cost, which ends up placing huge financial burdens on such institutions. I describe this worldview as taking a pathogenic approach to a ‘salutogenic’ (Antonovsky 1979) problem. However, if innovation can deliver hyper-personalized micro-learning that prioritizes human connectivity, adaptive skills development, and communal flourishing, education might move beyond continuing to validate dehumanizing industrial practices as its go-to solution.
A move to value relationships in learning will lead to improved personal engagement,
If innovation can deliver hyper-personalized micro-learning that prioritizes human connectivity, adaptive skills development, and communal flourishing, education might move beyond continuing to validate dehumanizing industrial practices as its go-to solution
lower levels of student anxiety, and reduced dropout rates. Furthermore, by adopting some of the innovations discussed here educators might shift their pedagogical and andragogical approaches and find greater value and less stress in their work. Who knows, perhaps even reducing dropout rates here as well! As the stewards of education, we must stop casting ourselves as overseers and gatekeepers of formal, structured knowledge factories and become the representatives of a global, informally connected network of knowledge villages.
The institutional tradition of education represents a system doggedly resistant to authentic change and as such dictates that scholastic disciplinary content remains king. But, ironically, research from its hallowed academies argues that the future requires we prioritize our relationship skills, offer far more experiential opportunity, and place greater credence on inter-generational wisdom. These are the hallmarks of a thriving village, not a factory, and as such a more efficient environment for building flourishing learners and harmonious learning communities.
MUST-WATCH
Founded in 2004, AUA is a fully accredited international medical school and part of the Manipal Education and Medical Group. Its mission is to address the global shortage of physicians and advance medical education. The institution is composed of two schools: AUA College of Medicine (AUACOM) and AUA College of Arts and Sciences (AUACAS).
Educational Approach
AUA emphasizes small class sizes, active learning, and horizontal and vertical curriculum integration of preclinical and clinical sciences. It employs advanced teaching methods, including high-fidelity simulation
AUA provides a robust student support system addressing academic and non-academic areas through its Education Enhancement Department, counseling services, health clinic and professional development services.
Peter Bell, M.D., President of AUA
technologies and virtual reality. The curriculum is modelled after U.S. medical school curricula.
“The AUA curriculum is designed to meet learners where they are academically and help them develop the required level of mastery— able to pass their board exams on the way to becoming knowledgeable, skilled, and compassionate physicians,” said Dr. Karron James, Associate Dean of Curriculum.
The university provides a robust student support system addressing academic and non-academic areas through its Education Enhancement Department, counseling services, health clinic and professional development services.
“EED academic support services are essential in fostering student success, offering personalized guidance that complements
classroom learning and enhances overall academic performance,” said Dr. Jobila Sy, Associate Professor for the Clinical Education Enhancement Department.
“We aim to empower students to overcome challenges and/or learn new active learning strategies, leading to improved retention and progression toward their educational goals,” Dr. Sy continued. “Our dedicated faculty advisors/coaches are committed to helping every student realize their full potential and thrive in their academic journey from their first day until graduation.”
AUA has a broad network of hospital affiliations across the U.S., Canada, and the UK. It collaborates with institutions like Florida
International University (FIU) in the U.S. and University of Warwick Medical School in the UK to enhance medical training of its students.
The Global Health Track (GHT), which is conducted in collaboration with (FIU) Herbert Wertheim College of Medicine, is designed to broaden students’ understanding of healthcare from a global perspective. “The impact on our student body and faculty includes enhanced global awareness, improved cultural competence, and a stronger, more supportive community that reflects the global nature of medicine today,” explained Dr. Peter Bell, President of AUA.
AUA is also a participating clinical site for a U.S. ACGME-accredited residency program and collaborates with Charles R. Drew University and other historically black colleges and universities (HBCUs) to increase
opportunities for underrepresented minorities in medicine.
Experienced faculty and mentors guide students throughout their education, promoting professionalism and ethical behavior. “AUA was the perfect place for me to thrive and fulfill my dream of being a physician,” said Dr. Margaret Furtado, Class of 2020.
AUA engages students in community outreach by providing health services and education locally and globally. Initiatives include health fairs, breast cancer screenings, and global volunteer work through the Student Doctors Without Borders Club.
“The biggest benefit [of the community outreach program] is confidence,” said Dr. Andrea Vaughans, Chair of the Community Outreach Department. “Knowing that the information students studied, they’re now able to apply it on someone who is not a simulated patient and to see that they were part of the machinery that helped the patient.”
AUA promotes a diverse and inclusive academic environment, welcoming students and faculty from various backgrounds and partnering with institutions to support underrepresented minorities in medicine.
“Our initiatives aim to increase diversity in medical education and address the predicted
physician shortages by supporting students of color,” said Dr. Bell.
In 2024, AUA celebrated its 20th anniversary with the opening of a 1,200-seat conference center, which hosted a United Nation’s Conference attended by global leaders and over 5,000 delegates.
Focusing on the next decade, the university aims to expand partnerships with teaching
hospitals, enhance research, and integrate global health principles and cutting-edge technologies, like virtual reality, into its curriculum. AUA’s comprehensive approach to medical education, commitment to community service, and focus on global health establishes itself as a prominent institution in preparing future doctors for a globalized world.
By focusing on these strategic priorities, AUA positions itself to continue to deliver a top-notch medical education while adapting to the changing demands of global healthcare.
ACADEMIC VIEW
Eliot Feldman, President of Higher Education Consulting Services, LLC
Eliot is a dynamic executive leader with a passion for coaching, higher education business development, and leadership. With a focus on optimizing the customer experience, he has an exceptional track record of accelerating individual and business growth, building high-performing teams, and supporting sustainable growth. Eliot’s expertise in talent career, college, and business coaching has helped him develop a loyal base of customers, and his commitment to enabling individuals and companies to thrive is truly inspiring. He has worked for prestigious organizations such as Wiley, The NJ Council for Community Colleges, DeVry, and Herzing Universities, and holds a bachelor’s degree from the New York Institute of Technology and a master’s degree in business administration from Keller Graduate School of Management. Eliot’s passion for his work and dedication to professional development make him a true leader in his field.
College affordability is a complex and multifaceted issue that has far-reaching implications for students from lowerincome families. These students, despite facing significant financial barriers to accessing higher education due to rising tuition, fees, textbooks, and living expenses, possess immense potential. Attending college, though it
may seem like an unattainable dream for many economically disadvantaged students, could be the key to unlocking their future opportunities.
Lower-income students often depend on student loans to fund their education, resulting in higher student loan debt compared to their higher-income counterparts. This places a significant financial strain on students from low-
Financial stress related to college affordability can have severe negative impacts on lower-income students’ academic performance and overall well-being
income families, who may require additional financial support to repay their loans after graduating. Lower-income students find it challenging to repay their loans, leading to long-term financial difficulties that can impact their lives. Approximately 70% of college students stress about their finances, with a significant portion of this stress attributed to student loan debt. This financial burden frequently causes students to neglect their studies, reduce their course loads, or even take breaks from their education (The Ohio State University News) (PolitiFact).
Additionally financial stress related to college affordability can have severe negative impacts on lower-income students’ academic performance and overall wellbeing. These students may have to work longer hours at part-time jobs or take on additional responsibilities to support themselves financially, detracting from their ability to focus on their studies and succeed academically. This can lead to poorer academic performance or even dropping out of college, which can limit their future job prospects and earning potential. Moreover, the stress and anxiety associated with financial struggles can significantly affect their mental health and overall well-being.
College affordability can also impact the choice of institution and major for lower-income students. Financial constraints may limit their options, with students more likely to attend lower-cost institutions or pursue majors that they perceive as having better job prospects and higher earning potential, rather than pursuing their passion or areas of interest. This can limit their future job opportunities, leading to a career that they may not enjoy.
College affordability can impact graduation rates among lower-income students. Financial challenges may force some students to drop out of college before completing their degree due to the inability to afford tuition and other expenses. This can have long-term consequences for their career prospects and earning potential, perpetuating cycles of poverty. These cycles of poverty refer to the situation where individuals and families remain in poverty for multiple generations, often due to a lack of access to education and job opportunities.
The affordability of higher education can have intergenerational effects on lower-income families. When parents are unable to afford college, their children may also face financial barriers to accessing higher education, perpetuating cycles of poverty and limiting opportunities for upward social mobility.
Higher education institutions must prioritize affordability and implement effective strategies to address these challenges. Some ways to ensure that all students have access to affordable higher education are increasing financial aid and scholarship opportunities for lower-income students, implementing income-based tuition models, adopting holistic admissions processes, expanding support services, and establishing partnerships with community organizations, government agencies, and businesses.
Increasing financial aid and scholarship opportunities for lower-income students is not just a step, but a leap towards making higher education more accessible and affordable. Need-based grants, merit-based scholarships, and tuition waivers for students from low-income backgrounds can significantly
alleviate the financial burden on economically disadvantaged students, leveling the playing field and ensuring all students have access to affordable higher education.
Holistic admissions processes that consider students’ socioeconomic backgrounds, personal experiences, and academic achievements can help ensure that all students have an equal opportunity to access higher education. These approaches go beyond just looking at academic scores and take into account the unique circumstances and challenges that students from lower-income families may have faced. This can also help identify promising students from diverse backgrounds who may have overcome significant socioeconomic challenges.
Expanding support services for lowerincome students can help address their unique needs and challenges. Academic advising, tutoring, counseling, career services, and mentorship programs designed to help students navigate the college experience and achieve academic success can alleviate financial stress and help students succeed academically.
To address students’ basic needs, many colleges and universities are establishing food pantries, emergency housing assistance programs, and other support services to help students meet their basic needs and stay focused on their studies. These programs help alleviate the financial burden on lower-income students and help them succeed in college.
Holistic admissions processes that consider students’ socioeconomic backgrounds, personal experiences, and academic achievements can help ensure that all students have an equal opportunity to access higher education
By prioritizing affordability and implementing effective strategies, we can ensure that all students have access to affordable higher education, regardless of their financial background
Finally, higher education institutions can partner with a variety of entities to address socioeconomic challenges facing lower-income families. These partnerships may involve collaborative efforts to provide financial literacy education, job training programs, and other resources to support students and their families. For instance, a university could partner with a local community organization to offer financial literacy workshops for students and their families. They could also partner with a government agency to provide job training programs for students who may need additional skills to secure higher-paying jobs. And they could partner with local businesses to offer internships and job opportunities for students. By working together, these partnerships can ensure that all students have access to affordable higher education and break the cycle of poverty.
In conclusion, addressing the issue of college affordability is not just about financial aid or reducing student debt. It is about ensuring equal access to higher education and promoting socioeconomic diversity on college campuses. By prioritizing affordability and implementing effective strategies, we can ensure that all students have access to affordable higher education, regardless of their financial background. This will not only benefit individual students and their families but also have a positive impact on society as a whole. It can lead to increased diversity on college camSSpuses, as students from a wider range of socioeconomic backgrounds are able to attend. And it can promote upward social mobility, as more students are able to access higher education and secure higher-paying jobs. Ultimately, it can help create a more equitable and just society.
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PERSPECTIVE
RafmaryMillanReyesBaker, Director at Cambridge Business Online Centre
The twenty-first century is experiencing an unprecedented surge in digitisation, transforming our world so significantly that most children in school today will eventually take on jobs that have yet to be created. Interactive networks of communication now assert their pan-global presence, and this virtualisation of media represents the cutting edge of globalisation. Its unmatched power lies in its ability to collapse the traditionally insurmountable parameters
of time and space into tractable microcosms, reducing the distance between here and there, now and then, arguably fact and fabrication. In his book “The World is Flat”, Thomas Friedman delves into this phenomenon, emphasising how greater immediacy and interconnectedness have minimised barriers—both physical and virtual— thus enabling seamless communication, trade, and collaboration across the globe.
This notion of a ‘flattened world’ sets the stage for what we now call the Fourth
The continual development of technology is reshaping the world of work, bringing new efficiencies, accelerated innovation, new products and services, and new potential for scale and speed—but also new challenges
RafmaryBakerisanexperiencededucator, mentor, and the director of the award-winning educational enterprise, Cambridge Business Online Centre. She holds a joint first-class honours degree in Politics and International Relations from Royal Holloway, University of London, and a postgraduate degree in Development Studies from the University of Cambridge. As part of her venture, she delivers educational services to a diverse student population, fostering engaging learning environments that inspire growth and opportunity. Rafmary has been recognised for her leadership and community contributions, serving as a designated delegate of UN Women UK and as a vice-chair at Cambridge Community Rotary Club.
In today’s educational landscape, there is a growing realisation that grades have become the goal rather than a milestone on the path of lifelong learning
Industrial Revolution, heralding a new era of human advancement. The continual development of technology is reshaping the world of work, bringing new efficiencies, accelerated innovation, new products and services, and new potential for scale and speed—but also new challenges.
As the march of progress advances, countless individuals are being left behind without vital training, struggling in a rapidly evolving job market. According to a survey conducted by Amazon and Workplace Intelligence, 70% of people do not feel prepared for the future of work (Brower, 2022). This sentiment is particularly pronounced among young people, who stand at the forefront of those most affected by the shifting demands of the global labour market.
Each year, the United Kingdom suffers significant economic losses due to the disengagement of young people from education, employment, or training. Estimates indicate that NEET individuals aged 16 to 18 cost the public nearly £12 billion annually. This staggering figure primarily comprises expenses related to benefits and lost tax revenue resulting from youth unemployment (Coles et al., 2010).
Against this backdrop, sociologist Émile Durkheim likened schools to “societies in miniature,” eloquently capturing the profound role of education in shaping individuals for meaningful engagement in society. However, when these individuals encounter barriers in securing employment or accessing further education or training opportunities, they often experience feelings of disappointment and disenchantment. These emotions can lead
to social detachment, pushing them to the fringes of society where their talents languish unseen, and their potential goes unrealised. The depletion of invaluable human capital not only undermines the confidence and mental well-being of young people, but also exerts a tangible impact on the vitality and economic prosperity of our nation.
Recently, Alice Dawson, a researcher at Demos, stated: “Our research shows a reckless disconnect between UK education policy and what the job market actually wants from new recruits” (Employer News, 2024). What this comment suggests is that the disparity between the skills taught in traditional education and those needed in today’s evolving job market presents a crucial challenge for our education system: adequately equipping individuals for future success.
In today’s educational landscape, there is a growing realisation that grades have become the goal rather than a milestone on the path of lifelong learning. This is grounded in outdated models of instruction and assessment, which favour memorisation over in-depth understanding, standardised testing over creativity, and specialisation over interdisciplinary learning. This traditional approach has overshadowed the true purpose of education: to spark curiosity, encourage critical thinking, and nurture a passion for learning beyond the confines of the classroom. In this vein, standardisation in education fails to acknowledge the diverse ways in which people learn. While some excel by conforming to the standard, others with different learning styles are left behind.
In his book “The End of Average”, Todd Rose, who himself transitioned from being a high school dropout to a Harvard professor, directly addresses these challenges. He presents a framework aimed at transforming the education system to better suit the diverse learning needs of all students, advocating for a shift from traditional diplomas to credentials, and competencybased assessments over standard grading. While this approach may be perceived as farfetched to some, combining established and innovative educational practices is likely the key to advancing universal education in the long run.
This poses a critical question: What role can tomorrow’s skills play in shaping the opportunities for our youth today?
According to the OECD’s Future of Education and Skills: Education 2030 report, the leaders of tomorrow will require a diverse set of skills encompassing cognitive and meta-cognitive skills (such as critical thinking, creativity, learning to learn, and self-regulation), social and emotional skills (including empathy, self-efficacy, and collaboration), as well as practical and physical skills (for example, by utilising new information and communication technologies). These skills will be shaped by attitudes and values like motivation, trust, respect for diversity, and ethical behaviour.
As such, when we refer to “skillbased education”, we are acknowledging a combination of cognitive, social, emotional, and practical capabilities needed to empower individuals to shape their futures through education and employment in the twenty-
first century. Skill-based education becomes not just a means of adaptation but a pathway to thriving amidst technological disruptions. To prepare for an uncertain future, we must reinvent teaching and learning, making it more personalised, adaptable, and scalable than ever before:
‘Schools can prepare them (students) for jobs that have not yet been created, for technologies that have not yet been invented, to solve problems that have not yet been anticipated [...]’ (OECD, 2018).
Thriving in the Fourth Industrial Revolution, therefore, depends on our ability to improve the quality of education available to humankind. As the philosopher Seneca famously said, ‘Luck is when preparation meets opportunity’. Similarly, like a welltended garden yielding a bountiful harvest, individuals who invest in cultivating their skills reap the rewards of greater employability, career satisfaction, and potentially, financial independence. All of which will be facilitated by the new avenues for wealth creation that applied skills in the Information Age can provide. This is the value of education tailored for the twentyfirst century: to prepare anyone, anywhere, to seize the opportunities this new world order has to offer, and thus empower them to define their own paths rather than conforming to predefined roles.
Let us embrace the challenge of preparing our students not for today, but for the future they will face — a world where the only constant is change, and where the ability to learn, unlearn, and relearn is the ultimate currency for success.
In 2019, Ken Walker International University (KWIU) was born out of a vision deeply rooted in international collaboration and a passion for advancing medical education in Georgia. The institution is named after Professor Kenneth Walker, an esteemed professor from Emory University, whose decades of work in Georgia transformed the country’s healthcare landscape. He was instrumental in establishing the country’s first emergency room department, developing nursing education programs, and supporting critical work on public health challenges like AIDS and tuberculosis. His legacy continues through KWIU, which strives to offer a world-class education while addressing the unique healthcare needs of Georgia.
From its inception, KWIU has positioned itself as a bridge between American medical education standards and the growing healthcare needs of Georgia and the surrounding region
KWIU’s collaboration with Emory University School of Medicine provides students with access to global standards of medical education
From its inception, KWIU has positioned itself as a bridge between American medical education standards and the growing healthcare needs of Georgia and the surrounding region. This foundation of international cooperation, driven by collaboration with Emory University and other global institutions, is what sets KWIU apart in the world of medical education.
KWIU’s journey began with a team of dedicated professionals with extensive experience in medical education. Supported by Partners for International Development (PFID), an American non-governmental organization, KWIU has
implemented numerous projects to enhance medical training in Georgia. PFID’s contribution went beyond just conceptualization—they actively helped set up medical clinics, provide advanced medical equipment, and support various healthcare training initiatives in Georgia, cementing KWIU’s close ties with the American healthcare system.
The university’s collaboration with Emory University School of Medicine provides students with access to global standards of medical education. Emory’s expertise allows KWIU to implement modern clinical practices, ensuring that the educational experience at KWIU is both internationally relevant and locally impactful.
KWIU’s mission is clear: to produce highly qualified healthcare professionals who are not
only technically skilled but also ethically driven and socially responsible. The university believes that medical education should go beyond academics, nurturing leaders who will positively impact the physical, mental, and social well-being of their communities.
The values guiding KWIU emphasize the intellectual and personal development of students, promoting inclusivity, ethical engagement, and responsible stewardship. KWIU aims to foster academic freedom while maintaining a student-centered approach that emphasizes lifelong learning. Students are encouraged to engage in both theoretical learning and practical application, equipping them with the necessary
skills to succeed in a rapidly changing global healthcare landscape.
Located in the heart of Tbilisi, one of Europe’s oldest capitals, KWIU offers a modern, studentfriendly campus designed to facilitate learning. The campus includes simulation centers, anatomical dissection rooms, clinical laboratories, and upto-date libraries equipped with information and
Located in the heart of Tbilisi, one of Europe’s oldest capitals, KWIU offers a modern, studentfriendly campus designed to facilitate learning
communication technology resources to support students’ education.
KWIU’s partnership with the Ken Walker Rehabilitation Center also gives students the opportunity to engage with patients early on in their education. The clinical-practical training provided by more than 30 affiliated clinics and hospitals throughout Tbilisi ensures that students can develop their clinical skills under the supervision of seasoned professionals.
KWIU offers a range of medical programs, including the flagship Medical Doctor (MD) program, which is modeled closely on the curriculum of Emory University School of Medicine. This integration ensures that students are trained according to international standards while being mindful of the local healthcare context in Georgia. What sets KWIU apart is its innovative curriculum that not only focuses on theoretical knowledge but also heavily emphasizes the development of practical clinical skills from day one.
From the first semester, KWIU students are given the title of “Student-Doctor,” a designation that both motivates and instills a sense of responsibility. The hands-on experience begins almost immediately. In their first semester, students shadow practitioners, allowing them to observe
KWIU’s curriculum incorporates modern teaching methodologies, such as problembased learning (PBL), case-based learning (CBL), and simulated patient scenarios
healthcare professionals in real-world settings, gaining insight into the day-to-day lives of doctors. This shadowing program provides invaluable early exposure to the medical profession.
At the pre-clinical stage, KWIU students undergo rigorous training in basic and advanced clinical skills through the “Patient, Physician, and Society” (PPS) course. This program, developed under Emory University’s guidance, integrates medical ethics, professionalism, and clinical practice. Students not only learn how to perform essential medical procedures, such as cardiovascular exams, but also gain an understanding of the holistic aspects of patient care, including the social, economic, and psychological challenges patients face.
KWIU’s curriculum also incorporates modern teaching methodologies, such as problem-based learning (PBL), case-based learning (CBL),
and simulated patient scenarios. Assessments are conducted through innovative methods like Objective Structured Clinical Examinations (OSCE), where students demonstrate clinical skills in real-time with simulated patients. This emphasis on both theoretical knowledge and practical application ensures that students graduate with a well-rounded understanding of medicine and healthcare.
The MD program also includes a research component, beginning early in the student’s academic journey and culminating in a research project during the final year. By the end of their six-year program, students are expected to have authored at least one published research article, making them highly competitive in both local and international medical fields.
In addition to mandatory courses, KWIU students can choose from a wide range of elective courses, allowing them to tailor their education to their specific interests. The humanities are integrated into the medical curriculum, with courses on civilization history, art, and literature in the first year. In their final year, students can explore medical electives, such as pediatric surgery, neurosurgery, and orthopedic surgery, which help them focus on their desired specialty.
KWIU’s collaboration with Emory University extends beyond curriculum development. Students who pass the USMLE Step 1 can take clinical subclerkships at Emory University Hospital, gaining invaluable experience in a prestigious American medical institution. Additionally, the university offers a Summer and Winter at Emory program, an intensive 8–10 day training session for highachieving students.
These global opportunities underscore KWIU’s commitment to internationalization. Students have access to exchange programs, internships, and clerkships in both the United States and Europe, ensuring that their education is globally competitive.
KWIU prides itself on its highly qualified faculty, which includes both local and international experts in medicine and medical education. Faculty members regularly engage in research and professional development, with many participating in programs at Emory University to sharpen their skills. The university encourages its faculty to take part in conferences, workshops, and research collaborations, both in Georgia and abroad.
The university’s faculty are actively involved in shaping medical education in Georgia. Many serve on medical education councils, working on the accreditation and authorization of medical schools in the country. This involvement ensures that KWIU remains at the forefront of medical education policy in Georgia, further enhancing the quality of its programs.
KWIU prides itself on its highly qualified faculty, which includes both local and international experts in medicine and medical education
At KWIU, student success goes beyond academics. The university fosters a supportive environment where students have access to various resources that cater to their academic, emotional, and personal growth. From the very first day, students are introduced to a host of services that ensure they thrive both academically and personally.
Students can consult with the Dean’s Office for academic guidance and career advice. In addition, the Student Services and Support Office organizes projects that help students build both professional and general skills. The university also promotes extracurricular activities, including sports clubs, debate clubs, and art clubs, to encourage students to balance their academic responsibilities with personal interests.
The Psychological Support Service ensures that students have access to mental health resources, providing confidential support to those facing emotional challenges. Workshops on stress management, emotional intelligence, and self-care are integrated into the curriculum, ensuring that students are equipped to handle the demands of a career in healthcare.
As the university continues to grow, its focus remains on producing leaders in healthcare. KWIU’s leadership development programs are embedded into the curriculum from day one, with students participating in projects, research initiatives, and clinical rotations that allow them to apply their leadership skills in real-world settings. The university’s student clubs also offer
opportunities for students to take on leadership roles and engage in team-building activities.
KWIU’s networking and career support services are designed to connect students with healthcare leaders through conferences, career fairs, and mentorship programs. These initiatives help students develop the skills, confidence, and experience needed to become future healthcare leaders.
KWIU’s future plans are ambitious. The university is working on expanding its medical programs to include fields like physical medicine, occupational therapy, and a master’s degree in medical education. KWIU also plans to integrate advancements in digital health, telemedicine, artificial intelligence, and personalized medicine into its curriculum, ensuring that its graduates are equipped to tackle the healthcare challenges of the future.
With a strong commitment to sustainability, KWIU aims to incorporate eco-friendly practices into its healthcare education, preparing students to address global health challenges like climate change and health inequities. The university also plans to expand its focus on student well-being, offering more workshops on emotional intelligence and resilience to prevent burnout in future healthcare professionals.
Ken Walker International University is more than just a place to learn—it’s a place to grow, to be challenged, and to be inspired. With its strong international partnerships, innovative curriculum, and commitment to student well-being, KWIU is shaping the future of healthcare, one student-doctor at a time.
ACADEMIC VIEW
Timea Kadar, Associate Dean and Programme Leader, MSc Digital Marketing Programme, Northumbria University London Campus
Timea Kadar is a Fellow of the Higher Education Academy and is the Associate Dean and Programme Leader of the MSc Digital Marketing Programme at Northumbria University London Campus. She is the Winner of the Student Led Teaching Award nominated by students. Her subject field is marketing and business with decades of practitioner experience and she is keen on finding new ways of embedding employability into the curriculum and thinking of education in a holistic way helping students beyond sharing subject knowledge.
University lecturers often face the challenge of keeping students engaged for hours, competing with the distractions of smartphones, AirPods, and messaging groups. The best weapon against these is delivering content that keeps students on their toes from the beginning to the end. See some tried and tested techniques below.
At a university level, students have already been exposed to their chosen field in some form. Starting the session with an association game encourages students to reflect on what they already know or think about the subject, provides a common platform for discussion, and helps the teacher understand the level of subject awareness in the classroom.
Starting the session with an association game encourages students to reflect on what they already know or think about the subject, provides a common platform for discussion, and helps the teacher understand the level of subject awareness in the classroom
Simply ask students to work in groups, pairs, or individually, and list the first three things that come to their minds when you mention the subject of the session (you can project a word or expression on the screen.)
It’s important to stress that it’s not about sharing a definition but whatever comes to their minds (it could be an example, a feeling, an adjective, or a noun). Association games help sparkle the brain and creativity and make students more attentive as they would like to find out what others thought of, and what the lecturer shares with them.
The lecturer can build on everything shared, and reflect on what students associated the subject with. This enables students to connect new content with what they already knew - or thought - of the subject.
Mentimeter offers a free word cloud solution, where the teacher can type in associations students share and they can see what the most common perception is. It’s interesting to compare it across cohorts and find similarities and differences.
Quizzes and polls help engagement at various stages of the lecture and the module delivery and give feedback to the teacher about the level of subject understanding.
At the beginning of the session, the lecturer can ask students to guess the answers to certain questions, shared in a multiple choice quiz. Then tell students to find the answers during the lecture, and run the poll again at the end, when students should have answers. This increases curiosity, as students would like to find the answers, and will be more attentive (especially if a
Using stories at any stage of the session helps complex subjects come to life and students will remember them more easily
competition with prizes is included). It also gives good feedback to the lecturer on how students progressed in understanding the topic.
An alternative to quizzes is open questions the lecturer displays at the beginning of the session to increase the curiosity of the students. At the end of the session, these can be displayed again, prompting students to answer.
It’s easy to set up polls with Mentimeter, while Kahoot enables lecturers to create quizzes with competition.
Using stories at any stage of the session helps complex subjects come to life and students will remember them more easily. The lecturer can start the session with a story demonstrating the problem discussed in the topic. Alternatively, use stories to illustrate the theory: these can be case studies coming from the lecturer’s own experience, from other professionals, or from well-known people and companies. It’s crucial to search for the stories in advance - or ask students to find supporting stories in their research.
Analogies are also great tools to help students relate the new topic to something they already know. Think of everyday examples that you can use to explain the topic and students will reward you with their attention and a better understanding of the subject.
Learning something is more effective when explaining it to someone. Put your students into the lecturer’s seat. Ask them to prepare for certain areas of the topic and present what they have found. This improves their research, understanding, and presenting skills. After
A good lecturer is an excellent public speaker and works on their presentation skills
Unexpected elements make students sit up, and the presentation becomes more exciting. It requires some thinking and brainstorming but will have its rewards. The lecturer can place the subject into another historic time period and ask students to think about how it would have looked like then. (“What would have been the HR department of Henry VI?”) Or ask students what our world would look like without the subject you discuss. (“How our day would look like without social media?”)
Organise a mini-debate: start the session with a controversial statement, asking the students to either support it or confront it in a discussion.
You can also step outside the classroom, and take a walk experiencing the topic in real life whenever it applies (with the necessary health and safety precautions). In business subjects, taking a walk in the area helps students identify various business models, customer needs, and insights.
their presentations, the lecturer introduces the topic and relates it to what the students found. As students have already done some research and presented the topic, it is easier for them to understand and remember the subject in greater depth.
Even the most exciting topic can become boring if the presentation style is flat. A good lecturer is an excellent public speaker and works on their presentation skills. Opening the session with an attention grabber, using voice and pauses effectively, using the right tone, and gestures, and resonating with the needs of the audience are essential. It’s crucial to speak the language of the students and use jargon only if it is explained and understood by all parties. The best teachers we remember are also great entertainers.
ACADEMIC VIEW
Dr.TymonM.Graham, Director for Administration and Research Strategy of The Payne Center at the Thurgood Marshall College Fund
Dr. Tymon M. Graham serves as the Director for Administration and Research Strategy of The Payne Center at the Thurgood Marshall College Fund. The Payne Center is a national research center commissioning research and public policy studies through data-driven social science research methodstoinformtheory,policy,andpracticeforandaboutHBCUs.HepreviouslyservedasAssociate Vice President for Student Success and Engagement at Edward Waters University. He earned a bachelor’s degree from South Carolina State University, a master’s degree from the University of West Georgia, and a Doctor of Education degree from Benedictine University.
In the realm of higher education, student retention is a critical concern that directly impacts the sustainability and success of institutions. As student affairs leaders, developing effective retention strategies requires a multifaceted approach that encompasses engaging faculty and staff, involving families, and prioritizing studentcentered practices. Student success continues
to be a strategic cornerstone remaining “front of mind” for many Historically Black Colleges and Universities (HBCUs). Strategic plans have kept student success centered in the delivery of work products over the years. Institutions now, more than ever before, are embarking on strategic student success initiatives to propel and better position themselves for success and sustainability.
Interacting with students in residence halls, student programs, and Greek life functions, student affairs professionals have the unique opportunity to influence, mentor, and structure the student’s experiences on the institutional campus
HBCUs serve as beacons of hope, providing educational accessibility and attainment for those who, by societal standards, otherwise may not have had the chance to earn a postsecondary degree. HBCUs have opened the door for so many African Americans, changing the trajectory of families today. With academic programs ranging from education to engineering, business to biology, ministry to mathematics, and social sciences to sports, HBCUs have expanded offerings since their inception.
Most often leading charges aimed at student success, student affairs leaders are at the center of retention efforts, practices, and approaches. Student affairs professionals typically see and spend time with students outside of the classroom far more than anyone else on the campus. Interacting with students in residence halls, student programs, and Greek life functions, student affairs professionals have the unique opportunity to influence, mentor,
and structure the student’s experiences on the institutional campus.
The collision of student affairs work and strategic approaches make for the ideal mixture to attain retention goals. Through a tri-focal approach student affairs professionals can work to retain students, one at a time. This approach to achieving student success is paramount to the work and success of the institution. The tri-focal approach includes Affinity Group Tracking, Critical Partner Collaborations, and Engaging Faculty and Staff.
As institutions continue to evolve their thinking and approach to retention, everyone must take part in the process. Employing a collaborative tracking system for affinity groups provides for cross-divisional engagement in student success and retention. Affinity groups serve as overarching campus groups and organizations
From registering for classes to completing financial aid documents, a parent’s already established position in a student’s life enables them to be a driving force in the student’s completion and advancement in college
woven in the institutional fabric to which students find their belonging and niche. With students belonging to athletic teams, student organizations, and student leadership groups, institutions are primed for success when capturing student data through affinity group tracking. With so many students in campus organizations, tracking the academic and nonacademic success of each student in individual student organizations is an enormous endeavor. Engaging the advisors, coaches, and mentors of groups to assist with tracking is ideal. With accurate tracking must also come appropriate measures of intervention. Over time you will see the data hopefully moving in a positive direction with intentional intervention and engagement while providing appropriate resources for each student within affinity groups.
Student affairs leaders must engage the student’s family to retain a student. Family involvement is a crucial, yet often underutilized, aspect of student retention. Engaging families can provide additional support networks for students, enhancing their sense of belonging and commitment to their education. Through intentional and clear communication with families, they too become partners with institutions in the retention of their students from the very beginning. Families drop their students off with institutions and it is the job of all members of the institution to return students back to their families more educated, more refined, and an even greater force to compete in global America. To do this, institutions must have an open and collaborative partnership with families. Informing families of the resources available to
their students and opportunities to partner in their student’s success is critical. Maintaining regular communication through newsletters, emails, and webinars keeps families informed about campus events, academic deadlines, and support services. This ongoing dialogue helps families feel connected and invested in their student’s success. Parents are not only partners while students are physically on the campus but also when students are at home and away from campus. Utilizing families to partner with the university staff is critical when there is an opportunity to be an encourager during challenging times, a rejuvenator during campus breaks, and a motivator to ensure administrative and enrollment tasks are completed timely. From registering for classes to completing financial aid documents, a parent’s already established position in a student’s life enables them to be a driving force in the student’s completion and advancement in college.
Faculty and staff play pivotal roles in shaping the student experience. Their involvement in retention efforts can significantly influence student success. Encouraging collaboration between academic and student affairs departments can lead to more cohesive support systems. Regular meetings and joint initiatives can help break down silos, ensuring that both faculty and staff are aligned in their efforts to support students. Establishing meaningful relationships and engaging faculty and staff utilizing wraparound services is critical. Both must underscore each other in their respective
realms. At the core of any institution is the academic function. When there are campus programs, faculty must be engaged and visible to students. This allows students to see faculty as active and supportive participants in their success, not only facilitators of inclass instruction. When there is an academic function or a student encounters academic challenges, staff must serve as a support system and act as navigating agents to propel students to their success. While faculty see students weekly, members of the staff can see and communicate with students daily. Through out-of-the-classroom experiences, staff can complement the academic studies with programming to invigorate and develop the whole student.
It takes a village to assist in the student’s overall success. Though often facilitated by student affairs leaders, the institutional investment in students must be widespread. By fostering a collaborative and inclusive environment, student affairs leaders can create a supportive framework that not only addresses the diverse needs of students but also empowers them to thrive academically and personally. Each division across the campus must take a part in creating an atmosphere of student success in their respective areas while implementing crossdivisional collaboration. Employing the trifocal approach of dividing, communicating, and tracking affinity groups, building relationships with parents and families as critical partners, and engaging faculty and staff in the student experience, student affairs leaders will be better positioned to accelerate student retention.
